Objetivos de la obra artística: verdad y belleza

It was apparent in the interviews that TAs largely used talking with children to support their mental health.

…but she wanted to, you know, kind of talk to me, speak to somebody. So, I spoke to her and talked her through. (Shivani)

Shivani described that the child in her example wanted to talk to her. Other participants also discussed conversations being led by what is useful for the child. For instance, Karen talked about children choosing the topic of conversation.

And you're just there for somebody to, for a child to talk to, even if they just want to talk about, you know, how they're feeling that day or that morning, which is fine. (Karen)

Tina also talked about wanting conversations to be relaxed, describing that she would not want to put pressure on a child.

…my conversations, I'm quite relaxed. You know, I'll see how it's going, or what he's been doing at home, just general conversation, not sort of sit down and say, right, tell me what's worrying you. (Tina)

Tina discussed not asking children to explain their problems, however this differed from other participants. For other participants there was an idea that the purpose of talk was for children to disclose and talk about their problems. For instance, Aisha described talking to find out what the problem is.

So just a small talk with them to understand what happening. (Aisha)

It was difficult when he didn't want to open up. When he didn't kind of want to tell you what was wrong. (Laura)

It seemed the participants believed that it was difficult to help children who would not ‘open up’. For instance, Rachel described needing to know what was wrong to help a child with anxiety.

If you can't, if they can't sort of voice and say, or, you can't sort of determine what the cause of the anxiety is. Erm, it makes it very hard to try and tackle it. (Rachel)

The responses from participants indicated that they were regularly talking to children and giving them opportunities to talk about their difficulties, however some participants found it difficult when children were unable to do this.

4.5.2.2 Normalising Worries

A particular type of talking seen as helpful was normalising children’s worries. Shivani gave an example of something she would say to a child:

I feel the same, but I try to listen to music or do something or speak to a friend or do something which will kind of push those thoughts behind and progress me through my day of make me feel better. (Shivani)

Shivani normalised the child’s worries by comparing them to her own. Other participants talked about discussing worries with groups of children, giving examples of children sharing the same worries.

And that seems to allay quite a few. You know, do you worry about… do you worry about that? So do I, kind of thing? (Joanne)

‘I'm worried about’, you know, ‘the works going to be harder’. That's quite nice, because they get, they’re probably all thinking about it. But maybe ‘I didn't write that in my box’. But, it's quite nice that you then all get to talk about it and you see and

actually think. And a lot of them you can actually see ‘em sort of relax a bit and think ‘oh it’s not just me’. (Rachel)

Both participants were talking about resources that facilitated talking about worries. Joanne discussed using a book about worries and Rachel described a ‘worry box’ where children could share their concerns. It seemed that both TAs felt these were helpful tools for normalising children’s worries.

4.5.2.3 Praise

Many participants discussed supporting children’s wellbeing by praising them. Rachel referred to supporting children’s self-esteem and explained that she gives them a boost.

And that, she's very much, needs that extra boost during the day like ‘oh, well done, you've done that really well’. ‘Oh, I like your bow in your hair’. (Rachel)

To Rachel, this boost was a compliment to the child. The idea of praising children was also suggested by other participants.

‘Oh, you're so nice at doing this, you're so beautiful at dancing’ or whatever she does good, kind of remind her to things that she's done. (Shivani)

I go up to him and say (whispering) ‘that’s a fantastic piece of work you’ve done there, give me a high 5’. And he’ll look at me and he'll smile. (Joanne)

These examples highlight the types of praise that Shivani and Joanne were giving children. In the examples Joanne focussed on praising learning, whereas Shivani complimented the girl’s other skills. It appeared that they hoped that these compliments would make the children feel good about themselves.

4.5.2.4 Silent Support

The idea of silently supporting children was suggested by some of the participants. For example, Joanne discussed her presence as being supportive for children.

And he’ll look at me and he'll smile. So, he knows that I'm around. (Joanne) This illustrates that the previously established positive relationships were perceived as a support for children, just by the TA being near to them. Laura similarly talked about making sure a child knew that she was there.

…and I’d just kind of sit with him quietly, let him know that I was there. (Laura) Both Rachel and Karen discussed the importance of being there so that if a child wanted to ask for help or talk to them, they would be available.

I think just being there and knowing that, if he needs help, it's okay to ask for help. (Rachel)

I think it’s yeah, more of a supportive role so they can talk to you, erm, and just be there for them. (Karen)

Although both Rachel and Karen stated that they were available to help or to talk to, it was indicated by both that ‘being there’ for children was an important element of the support.

Shivani offered an additional idea of providing children with a space to do calming activities in her MHFA role.

They usually pick either colouring or any craft, or what other things… any games they want to play, those new stuff. (Shivani)

Shivani completing activities with children highlights that they do not need to talk about their problems for Shivani to support them. She can support them through doing calming

activities. It was described earlier that Shivani demonstrated a desire for children to open up (see 4.5.2.1); therefore, she may not have been aware of the potential positive impact of these opportunities.

4.5.2.5 Monitoring Children

The final role that participants discussed, was monitoring children’s behaviour and mental health. This was achieved through observing children.

Just to keep an eye on them really. (Rachel)

Rachel’s suggestion of ‘keeping an eye’ on children seemed to indicate that she was continuously monitoring the children she was concerned about. This was also shared by Joanne who talked about watching a child who had previously made a safeguarding disclosure.

I kept looking at him to see if he was okay. (Joanne)

Joanne’s description that she ‘kept looking’ at him may illustrate her concern for the child and that she took up a role of monitoring him. Monitoring was also used to check whether children were struggling from short-term or long-term difficulties. Laura suggested that the school staff would observe children to check whether their presentation was temporary.

And obviously we’d observe, we’d monitor it, because everyone has off days. (Laura) Additionally, Tina shared an idea of following up with children that she was concerned about. I generally go into the classroom to see them as well. Make sure they’re okay. (Tina) Tina described going into the classroom to check on children compared to some other TAs who discussed monitoring while they were in the classroom, which may reflect differences in their roles. The specific role that TAs had to observe children was illustrated by Karen.

I think we ca… we have the luxury as an LSA, of observing a bit more sometimes than the teacher. (Karen)

Karen demonstrated that due to the demands of their roles, TAs have more opportunity to watch and notice children than teachers. By describing this as a ‘luxury’, Karen indicated that she considered this a privilege and a helpful role for supporting children’s mental health.